Character posters students created, using text evidence to demonstrate the character's thoughts, words, and actions displayed in a selection.
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This is a typical weekly instructional outline before it gets fleshed out in the final lesson plans.
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A typical full lesson plan. I email my mentor teacher weekly with the lesson plans for Math and ELA. The sample lesson plan I've attached on this page is written in the Drexel SOE format.
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On the class bulletin board, there are pockets labeled for the different types of learning centers students will rotate through on a regular basis. Each student's name is on a popsicle stick, and learning groups are usually arranged by level.
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| Sample English Lesson Plan |
Planning and preparation are often some of the first aspects of teaching that come to mind. Gathering materials, organizing instruction into a coherent flow, and aligning your instructional outcomes with state or national academic standards is a daunting task at first glance. Through experience, it takes some time to get into a rhythm of lesson planning and become acquainted with the curriculum scope-and-sequence, standards, and the students you are working with before planning and preparation become a fine-tuned craft.
While completing my graduate studies and observing experienced teachers in their planning processes, I have come to rely on using the backward-design approach to lesson planning, beginning with outlining the core standards I want to target, then creating instructional objectives, assessments, and procedures. As I become more familiar with the state academic standards and the needs and learning levels of each group of students, I can focus a little bit more on differentiation and organizing instructional groups. Assessment is built into every lesson, whether it is formal or informal. I use informal formative assessments most of the time because I can provide students quick constructive feedback and keep a daily record of instructional quality and student progress.
I view planning and preparation as a detailed script for my students and I to bring to life. This approach helps me tap into my creativity and add my own personal flavor to pedagogy. When designing plans, I keep the typical daily schedule in mind and allot the lesson time in such a way that there are around 10-20 minutes of "wiggle room." This way, I always have some time left over to clarify any misconceptions, extend an activity, or alter something in the moment. Some lessons will be highly successful, while others fall flat, so the most important part of the planning process is to allow room for error and improvement. After all - mistakes are often the most useful learning tool we have! It's important to keep an open mindset and continue learning, even while making steady progress.
While completing my graduate studies and observing experienced teachers in their planning processes, I have come to rely on using the backward-design approach to lesson planning, beginning with outlining the core standards I want to target, then creating instructional objectives, assessments, and procedures. As I become more familiar with the state academic standards and the needs and learning levels of each group of students, I can focus a little bit more on differentiation and organizing instructional groups. Assessment is built into every lesson, whether it is formal or informal. I use informal formative assessments most of the time because I can provide students quick constructive feedback and keep a daily record of instructional quality and student progress.
I view planning and preparation as a detailed script for my students and I to bring to life. This approach helps me tap into my creativity and add my own personal flavor to pedagogy. When designing plans, I keep the typical daily schedule in mind and allot the lesson time in such a way that there are around 10-20 minutes of "wiggle room." This way, I always have some time left over to clarify any misconceptions, extend an activity, or alter something in the moment. Some lessons will be highly successful, while others fall flat, so the most important part of the planning process is to allow room for error and improvement. After all - mistakes are often the most useful learning tool we have! It's important to keep an open mindset and continue learning, even while making steady progress.
